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New horizons: taking information literacy teaching from the classroom to the MOOC - Karina Bradshaw

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Presented at LILAC 2015

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New horizons: taking information literacy teaching from the classroom to the MOOC - Karina Bradshaw

  1. 1. New horizons: taking information literacy teaching from the classroom to the MOOC Karina Bradshaw. Subject Librarian: Departments of Biology & Biochemistry, Physics, Natural Sciences. University of Bath
  2. 2. Outline • Background • Creating the information literacy tutorial • Learner feedback and analytics • What I learned
  3. 3. Background • MOOC (Massive Open Online Course) provided on the FutureLearn platform • FutureLearn, owned by the Open University, has 40 partners which include universities and non-universities. University of Bath is a partner • January 2014: University of Bath launched “Inside Cancer: how genes influence cancer development” Department of Biology and Biochemistry, led by Dr Momna Hejmadi
  4. 4. Technical support within the University e-Learning team: • e-Developments Manager • Learning Technologist • Learning Technologist (MOOCs) • What do they provide? • Filming, recording, arranging for transcripts, trouble-shooting, analytics
  5. 5. The “Inside Cancer” MOOC attracted: • 7,861 registrations • 2.5% completed the optional pre-course survey • Profile: • 45 countries • UK, US, Ireland, China, India, Mexico, Australia, Spain, Japan and New Zealand • Unusually wide range of backgrounds for a MOOC, from college or ’A’ level students to health professionals, carers & patients
  6. 6. Post-course feedback was positive • 94% of those who responded rated the course as good/excellent • 97% would recommend it to a friend • The high quality materials and the engagement from the academics were some of the best features of the course • 34% of those who logged on to “Inside Cancer” stayed for the whole 6 weeks • Retention rates on MOOCs, in general, are around 5-10% • September 2014: planned re-run of the “Inside Cancer” MOOC
  7. 7. My remit To contribute a brief tutorial about using search engines to help find relevant resources beyond what was being recommended
  8. 8. Creating the information literacy tutorial How to teach… potentially thousands of learners wide range of educational backgrounds from anywhere in the world (with internet connectivity) how to find quality information using freely-available resources in a 5 minute video access to varying resources
  9. 9. up to 70 learners more defined country profile & range of educational experiences to find quality information using selected academic sources bought by the library in 50 minute PC-lab workshops When I normally teach…
  10. 10. What did I know? • Short course: 6 weeks / 3 hours of study per week • Pedagogy • Content • videos (12-14 minutes in length) with transcripts • “articles” • Recommended resources • Self-assessment • Learner engagement: online forum • Academic engagement and support
  11. 11. The “Inside Cancer” MOOC week 1
  12. 12. • Time constraints • Re-use/link to existing videos or create from scratch? • Rely on external technical support or do in-house? Creating the tutorial: initial considerations
  13. 13. • Aim? • Search tool or information-finding process? Stick with what I teach • Audience? • Pitched at those unfamiliar with finding scholarly information and those wanting a refresher • Resources? • Scholarly literature / websites? • Freely-available catalogues and databases / commercial databases? • General / subject-specific databases? • Obtaining books and articles Planning the content
  14. 14. Final structure of the tutorial • Different types of information and how to find it • Books - catalogues • Journal articles - databases to trace journal articles e.g. GoogleScholar & PubMed • Websites • Search tips • Video highlighting the advanced search in Google • How to evaluate content
  15. 15. Copyright-cleared material • Permission to video Google? • Permission to video a website demonstrating how to evaluate information e.g. NHS Choices • Images?
  16. 16. Time taken Approximately 2-3 working days to create content, record and review The result? A “no frills” recording of Powerpoint slides, with audio, including a screencast of Google advanced search lasting 6 minutes 32 seconds
  17. 17. Things to consider before the launch… Monitoring learner engagement or enquiries and considering contingencies
  18. 18. 1st September 2014: the day of the launch… England, G., 2008. Everybody scream [online]. Available from: http://commons.wikimedia.org/wiki/File:Everybody_scream_-_geograph.org.uk_-_1134052.jpg?uselang=en-gb [Accessed 10th March 2015] Terror and excitement in equal measure!
  19. 19. Pole position in the MOOC!
  20. 20. Comments “Unable to download Dr. Hejmadi's e-book, after trying numerous times. Is anyone else having problems?” “Audio is very quiet, hard to hear” Not a good start. Couldn't' download the ebook, couldn't hear the video because I'm hard of hearing, and couldn't download the transcript of the video. Course does sound interesting though. My sound is on maximum but couldn't hear the video. Fortunately it had all been printed. I turned on subtitles for the video although I didn't find the sound too bad once I'd turned up the volume! The audio quality is very poor, i downloaded the transcript instead. Very useful tips. I have the e book if u leave me a note on my email I can forward it to u if this helps
  21. 21. Very helpful, every one should be taught this.” “The best information on the approaches to search for information I have heard.” “Particularly liked the comparison between the different literature sources with respect to relevance, authenticity, up-to-date vs general information.“ “Great!! Thank you Karina for the useful tips and information.” “Amazing information!” “Great advice. All points I have used over the years as I got my Masters degree and continued using for all additional courses.” “Very good information, i wish I'd had it when i did my previous futurelearn course!” “I will use this video lecture repeatedly to be familiar with searching for articles, thank you Karina.”
  22. 22. Interestingly… My favourite! “Good tips. Especially about the web search. But unfortunately in China mainland, we have no access to google now.” “A useful and concise guide to basic search tools. The audio was perfectly clear & loud enough on my Kindle HDX. Lovely voice too. As others have stated applicable to all courses. Thank you.”
  23. 23. • 7,016 registrations • 14% completed the optional pre-course survey • 90 countries represented • Same as in January i.e. UK followed by US, Ireland, China, India, Mexico, Australia, Spain, Japan and New Zealand Post-course feedback • 96% of those who responded rated the course as good/excellent • 98.5% would recommend it to a friend • 33% of those who logged on to “Inside Cancer” stayed for the whole 6 weeks Sept 2014 “Inside Cancer” MOOC figures:
  24. 24. 0 10 20 30 40 50 60 Less than high school/secondary High school/secondary University/college (Degree level) University/college (Masters level) University/college (Doctorate level) 2.58 17.42 52.9 21.61 5.48 3.46 30.52 38.89 21.86 5.27 Percentage of participants September 2014 Jan 2014 Educational backgrounds of students participating in the Inside Cancer MOOCs (pre- course survey)
  25. 25. Week 1: Number of completions per step 0 500 1000 1500 2000 2500 3000 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Number of completions per step Step
  26. 26. “How to find quality information online” video FutureLearn analytics Unique visits 2,555 Those who marked completed 2,311 (32.9% of registrants) Comments 111 Likes 39 Average time spent to complete “step” 18.61 minutes Google analytics How to find quality information online 4,209 views Average time on page 3:43 minutes (how to combine search terms)
  27. 27. • The retention rate was equivalent to that for the “Inside Cancer” MOOC (approximately 33%) • 90% of those who visited the tutorial completed it • It was one of the most completed steps in week 1 • Approximately 70% of comments about the tutorial were positive What can I deduce about the information literacy tutorial?
  28. 28. • It takes longer to create than anticipated! • Considering copyright issues, tracing copyright- cleared materials and seeking permissions • Using templates • “No frills” is fine • Take an international perspective • Supportive discussion environment • Analytics are interesting! What I learned
  29. 29. • Partnerships • Tutorials being requested for developing MOOCs • MOOC: From State Control to Remote Control: Warfare in the 21st Century (launches on 13 April 2015) • Raising the profile of information literacy skills Benefits
  30. 30. Developmental possibilities • Segmentation / differentiation / creating videos for advanced searchers • Re-use video? e.g. for final year students and/or alumni? • More work with the analytics • Potential for comparative research?
  31. 31. In conclusion… Ikluft, 2007. Photo of July 4, 2007 fireworks in downtown San Jose, California [online]. Available from: http://commons.wikimedia.org/wiki/File:Fireworks_in_San_Jose_California_2007_07_04_by_Ian_Kluft_img_9618.jpg?uselang=en-gb [Accessed 11th March 2015] A challenging but worthwhile experience!
  32. 32. Acknowledgements • Linda Humphreys, Faculty Librarian, Science • Katy Jordan, Faculty Librarian, Humanities & Social Sciences • Hannah South, Head of Library Academic Services • Marie Salter, E-Developments Manager • Dr Momna Hejmadi, Department of Biology & Biochemistry
  33. 33. Karina Bradshaw. Subject Librarian: Departments of Biology & Biochemistry, Physics & Natural sciences programme k.bradshaw@bath.ac.uk

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